Rethinking Increased/Improved Services & the LCAP

1. Rethinking Increased/Improved Services & the LCAP January 24, 2019

2. Presenters • Josh Daniels, California Collaborative for Educational Excellence • Andrea Perez, Kings County Office of Education • Angelica Jongco, Public Advocates • Natalie Wheatfall-Lum, Education Trust-West • Tyger Bates, Tulare County Office of Education

3. Module Overview • Resources:ccee-ca.org/resource-collection.asp • Webinar PPT • Protocol • Twitter: @CCEECA • #LCFFWorks • #LCFFisEquity • #IncreaseImprove

4. Module Overview • Intended audience • LEA staff involved in LCAP development • Community members involved in LCAP process • Prior Knowledge Assumed • Composition of unduplicated student groups • Basic LCAP development process • Different sections of LCAP template

5. Module Overview • Module IS about… • How to think more analyticallyregarding increased or improved services • How to plan more equitableservices for unduplicated students • How an action or service effectively increases or improves services and outcomes • How to focus on unduplicated students

6. Module Overview • Module IS NOT about… • writing a more compliant LCAP • imposing more requirements • we only offer suggestions and considerations • use, don’t use, or modify suggestions and considerations based on local context

7. Module Overview • Webinar Agenda • Refresheron demonstrating increased or improved services in the LCAP • Reframing on how to think about increased or improved services for unduplicated students • Protocols on how to approach increased or improved services for unduplicated students

8. Refresher • Important because some students experience more head/tailwinds than others

9. Refresher • Three ways an action/service can increase or improve services provided to unduplicated students as compared to services provided for all students • Limited to Unduplicated Student Groups • LEA-Wide • School-Wide

10. Refresher • LEA- or School-Wide Action or Service • Principally directed to and effective in meeting goals for unduplicated pupils or • Principally directed to and most effective in meeting goals for unduplicated pupils • Include alternatives considered and supporting research, experience, or educational theory

11. Refresher

12. Refresher • Last section of LCAP asks to describe how each LEA- or School-wide service meets the increased/improved services requirement

13. Refresher • Don’t forget to properly identify services that increase or improve services provided to unduplicated students in Goals, Actions, and Services section

14. (Re)Framing • Ask Not: • CAN I spend my supplemental and concentration funds on a certain program? • Ask: • SHOULD I spend my supplemental and concentration funds on a certain program? • Did/Will this program increase or improve services for my unduplicated students as compared with what is provided to all students?

15. (Re)Framing • Considerations and questions: • Is there a specific need/benefit for unduplicated students? • Is the need/benefit different for non-unduplicated students? • What evidence (research, data, local experience) exists to support the above answers? • Is it specific to unduplicated students?

16. (Re)Framing • Considerations and questions: • How do you know if action/service increased or improved services for unduplicated students? As opposed to non-unduplicated students? • What metrics could you use? What outcomes indicate success or failure? When will you know?

17. (Re)Framing • Considerations and questions: • Should an action or service listed one year as increasing or improving services provided to unduplicated students continue to be listed as such the next year? • Is there an action or service that would be more effective at increasing or improving services provided to unduplicated students?

18. (Re)Framing • Considerations and questions: • Should an action or service listed one year as increasing or improving services provided to unduplicated students continue to be listed as such the next year?

19. (Re)Framing • Considerations and questions: • Should an action or service listed one year as increasing or improving services provided to unduplicated students continue to be listed as such the next year? • Is there an action or service that would be more effective at increasing or improving services provided to unduplicated students?

20. (Re)Framing • Considerations and questions: • How have you included your stakeholders in discussing these considerations and questions? • Advisory committee(s), if applicable • Students, families, and community members • Staff and, if applicable, bargaining units • Considerations • How have you included your • Cabinet and programmatic leads • School board • Special education local plan area • Others?

21. Protocols • Created four protocols • Designed for various purposes related to increased or improved services • Each protocol is designed for different needs and contexts • We do not recommend one over the other • Use, don’t use, or modify based on local context and need

22. Action/Service Evaluation Protocol This protocol is designed to assist you in evaluating a pre-existing action or service intended to increase/improve services for one or more unduplicated student groups in order to determine what you intend to do with the action or service for the next year and why. It is suggested that this protocol be used by staff to evaluate LEA-wide and school-wide actions or services. Additionally, this protocol can be used both internally (e.g., with cabinet) or externally (e.g., with parent advisory committee) to support a robust discussion focused on a particularly controversial or expensive LEA-wide and school-wide action or service.

23. Action/Service Evaluation Protocol Hire therapist to work with students who have experienced trauma; Foster Youth will constitute a majority of the therapist’s caseload 

24. Action/Service Evaluation Protocol 75% 76% 76% Attendance Rate 7.0% 2.4% 3.5% Suspension Rate Local measure of connectedness 51% 53% 53%

25. Action/Service Evaluation Protocol

26. Action/Service Evaluation Protocol 75% 76% 76% 79% 76% 82% Attendance Rate 7.0% 6.9% 2.4% 3.0% 3.5% 2.9% Suspension Rate Local measure of connectedness 51% 48% 53% 56% 53% 62% All Foster Youth served All Foster Youth All Foster Youth served All Foster Youth served All Foster Youth All Foster Youth

27. Protocols • Three other protocols will be summarized in three short video vignettes • Data Analysis Protocol • Unduplicated Student Group Focus Protocol • Listing of Actions/Services Protocol • Vignettes will be posted online with archived version of this webinar next week

28. Additional Resources • Next week: • Archive webinar • Video vignettes • Applicable Regulations • Frequently Asked Questions • Among other resources… https://ccee-ca.org/resource-collection.asp